1 x 1-hour lecture weekly
1 x 2-hour workshop weekly
1 Admission into BEDECBA-Bachelor of Education (Early Childhood), Bachelor of Arts
1a Admission into BEDECSEBDS-B Education (Early Childhood & Special Ed), B Disability Studies
1b Admission into BAMTEC-Bachelor of Arts, Master of Teaching (Early Childhood)
1c Admission into BEDECBSE-Bachelor of Education (Early Childhood), Bachelor of Special Education
2 EDUC1120 - Teaching and Educational Contexts
Must Satisfy: ((1 or 1a or 1b or 1c) and 2)
Enrolment not permitted
EDUC2404 has been successfully completed
Assumed knowledge
High level of literacy competency.
Assignment(s); Tutorial presentation; Tutorial participation.
Topic description

This topic uses reflective processes to engage and extend pre-service teachers' thinking about the relationship between play, teaching, learning and development. Through the inquiry based teaching and learning processes of the topic, students will be drawing from their experiences as learners as they interpret and critically analyse current research and theoretical perspectives regarding the relationships between teaching, learning and development in the early childhood years. The topic enables students to develop the knowledge base necessary for engaging infants and young children in significant and challenging learning.

Educational aims

The topic uses interactive technology, reading, writing and viewing to:

  • Inquire into the relationship between practical experience, research and theory regarding young children's play, teaching, learning and development
  • Practice observational and analytic skills in relation to children's learning
  • Critically analyse teachers' decision-making using diverse theoretical perspectives regarding play, teaching and learning
  • Co-construct knowledge regarding teaching and learning
Expected learning outcomes
On completion of this topic you will be expected to be able to:

  1. Select appropriate ways of gathering and analysing information about children's early learning and development
  2. Use a variety of approaches that support young children’s learning to ensure equity of access, participation and attainment inclusive of culture, gender and disability
  3. Work alongside children as active, co-constructors of meaning in play
  4. Use a theoretical knowledge base to analyse the ways decisions about teaching and learning are made and implemented